• Category:
  • Document type:
    Research Proposal
  • Level:
    High School
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Рrороsаl in Еduсаtiоn (ТЕSОL)


There was approximately 60, 000 Saudi Arabian students studying away from home majority of them being in the United States. ESL (English Second Language) classrooms thus provide a cross-cultural encounter between students as well as between the students and the teachers. Teachers of such classes are faced with a challenge of Teaching English to speakers of other languages (TESOL). However, teachers who have experience of such nature have an opportunity to make the students comfortable in classrooms and ensure that there is good interaction amongst the students in an environment that promotes communicative teaching environment (McNeill, 2005). This proposal seeks to establish the impact of communicative teaching approach to ESL classes.

Research question

How does communicative teaching help Saudi Arabian students as used by TESOL teachers?


The research aims at assessing the impacts of communicative approach to Saudi Arabian students. King (2012) notes that communicative approach has been very successful in Saudi Arabia. The approach entails the use of classroom materials which relate to the interests of the students in an outstanding manner (Berger, 2011). The research will focus on assessing whether the students are comfortable with all the materials that are brought in class or they would prefer the ones that serve their interests.

Literature review

Stanfield (2013) research found out that Saudi Arabian schools that succeed are the ones which the students are not restricted to standard textbooks during class times. According to AL-Murabit (2012), textbooks should only be considered as tools or the point of start. Imagination should be used to improve the textbooks by developing communicative lesson plans (Ostrowska, 2011). The teacher should ensure that he or she frees from the textbook by heavily relying on what he or she knows about English and the expertise acquired from education. The teacher should focus more on regularly changing the materials in order to make learning enjoyable as well as effective (Sperrazza, 2012). When such authentic materials as poems, videos, manuals and magazines are used regularly and in a variety of ways, the ESL students feel the classes enjoyable than when the teacher restricts himself or herself in standard textbooks (Ali, 2013). The aim of such materials is to ensure that the students learn to use English in creative manners since the materials provide interesting lessons hence, the students feel much motivated (Hunt, 2012).

The research will be qualitative implying that the study will aim to interpret the views of the students in regards to communicative approach. The selected students will be required to fill questions specifically addressing the view on communicative teaching approach. The questionnaires will be structured in a manner that the students can make any suggestions or views pertaining the research questions. Such an approach will help the understand if his or her assumptions are biased by allowing the other stakeholders (students) make the views on what they think about the research topic (Berger, 2011). The collected data will be coded for the purpose of easy analysis and interpretation. For the purpose of protecting the validity and reliability of the data, the research will employ peer debriefing method so as to allow an opportunity of any unexpected information (Morse, 2001).


Ali, B. (2013). Teacher and student views of educational technology in Saudi Arabia. TESOL Arabia Perspectives, 20 (1), 34-36.  

AL-Murabit, I. (2012). A Closer Look at an English Language Curriculum of a Community College in Saudi Arabia. English Language Teaching, 5(8), 226-242.

Berger, M. (2011). From Language Teachers to Language Advisors. Polyglossia: the Asia- Pacific’s Voice in Language and Language Teaching, 21, 79-90.

Hunt, N.D.  (2012). Managing Method: A Critical inquiry into language policy in a tertiaryinstitution in the United Arab Emirates. RELC Journal, 43 (3), 295 –311.

King, M (2012). Redefining ESP in Gulf tertiary settings. TESOL Arabia Perspectives, 19/2: 21- 25.

McNeill, P. (2005). Research methods. New York: Routledge.

Morse, J. (2001). On the evaluation of qualitative proposals. Qualitative Health Research, 1(2), 147-151.

Ostrowska, S. (2011). ‘Course Content and Student Motivation’ in Teaching and Learning in the Arab World: Peter Lang Publishing Group.

Sperrazza, L. (2012).  A Clash of Cultural Identities in the UAE.   International Journal of Arts and Sciences, 5 (7), 297-306.

Stanfield, P. W. (2013). An exploration of place-based TESOL. Saarbrucken: LAP, Lambert Academic Publishing.